Educators' Guide for Pedagogy and Assessment
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Learning Area: Visual and Performing Arts
Performing Arts > LEVEL 10
Learning Area Outcome: I can demonstrate an understanding of the capacity of the visual and performing arts to address moral and ethical issues relevant to Malta and the wider world, and appreciate that the arts can benefit social and cultural cohesion.
Subject Focus: Performing Arts in context.
1] I respond to the performing arts by thinking critically about universal issues prevalent in today’s world.
LEARNING TO DO
2] I manifest integrity, openness and respect towards others while collaborating in performing arts activities.
SELF-AWARENESS
3] I work effectively with others, clearly communicating my proposed goals, compromising when necessary, completing tasks and pursuing common goals that shape, influence and benefit the individual and/or society.
INTERPERSONAL
4] I contribute positively, via drama, music and dance (as separate disciplines or via multidisciplinary projects), to my community at school to promote greater understanding and cohesion.
COMMUNICATING FOR DIVERSITY
LEARNING TO DO2] I manifest integrity, openness and respect towards others while collaborating in performing arts activities.
SELF-AWARENESS3] I work effectively with others, clearly communicating my proposed goals, compromising when necessary, completing tasks and pursuing common goals that shape, influence and benefit the individual and/or society.
INTERPERSONAL4] I contribute positively, via drama, music and dance (as separate disciplines or via multidisciplinary projects), to my community at school to promote greater understanding and cohesion.
COMMUNICATING FOR DIVERSITYLearning Area Outcome: I can demonstrate an understanding of how to employ basic ethical decision-making when reflecting on my own work and that of others, and when creating artworks that involve the intellectual and cultural property rights of others. I can analyse a variety of artistic forms, recognising traditional, historical and contemporary works and identifying possible meanings.
Subject Focus: Evaluating the Performing Arts.
1] I can analyse the historical context of a performance during the rehearsal process.
2] I can evaluate and support my comments on a performance through my knowledge of performing art practices and conventions.
COGNITIVE LEARNING
3] I can evaluate and analyse text, descriptions and actions to explore, articulate and justify character intention.
READING AND UNDERSTANDING
4] I can make connections, in local and global contexts, between the performing art disciplines as well as between these and other disciplines.
2] I can evaluate and support my comments on a performance through my knowledge of performing art practices and conventions.
COGNITIVE LEARNING3] I can evaluate and analyse text, descriptions and actions to explore, articulate and justify character intention.
READING AND UNDERSTANDING4] I can make connections, in local and global contexts, between the performing art disciplines as well as between these and other disciplines.
Learning Area Outcome: I can interpret, communicate and present ideas, problems and arguments in a number of visual and performative modes suited to a range of audiences.
Subject Focus: Performing
1] I can read texts, notations and/or scores and am able to effectively make the transition “from page to stage”.
READING AND UNDERSTANDING
2] I perform with confidence a selection of drama, music and dance works at the appropriate level.
3] I can debate the effectiveness of the performing arts, drawing on my knowledge and understanding of the context and role of the artist, the role of the audience and the role of the performer.
WRITING
4] I can explain the functions of scenery, props, lighting, music and sound in creating an environment-appropriate performance, and the inter-related nature of these functions.
WRITING
5] I can respond and adapt to a specific audience.
6] I can recognise and describe the effect and impact of the physical environment and publicity on the way in which audiences respond to and appreciate performances.
READING AND UNDERSTANDING2] I perform with confidence a selection of drama, music and dance works at the appropriate level.
3] I can debate the effectiveness of the performing arts, drawing on my knowledge and understanding of the context and role of the artist, the role of the audience and the role of the performer.
WRITING4] I can explain the functions of scenery, props, lighting, music and sound in creating an environment-appropriate performance, and the inter-related nature of these functions.
WRITING5] I can respond and adapt to a specific audience.
6] I can recognise and describe the effect and impact of the physical environment and publicity on the way in which audiences respond to and appreciate performances.
Learning Area Outcome: I can apply skills and dispositions such as goal setting, working independently and collaboratively, showing initiative, experimentation and adaptability.
Subject Focus: Creating
1] I develop ideas, construct arguments and present these in impactful and appropriate ways, using one or more of the performing arts.
2] I can direct a dance or a dramatisation utilising music composed for such use. I can instruct others and effectively lead rehearsals. I can make informed judgements on the movements and actions of others.
INTERPERSONAL
3] I can create and develop character behaviours based on the observation of interactions, ethical choices and emotional responses of people.
4] I can evaluate my own work fully and effectively. I can give and receive constructive criticism, and I can document how and why my work has changed in response to evaluations.
2] I can direct a dance or a dramatisation utilising music composed for such use. I can instruct others and effectively lead rehearsals. I can make informed judgements on the movements and actions of others.
INTERPERSONAL3] I can create and develop character behaviours based on the observation of interactions, ethical choices and emotional responses of people.
4] I can evaluate my own work fully and effectively. I can give and receive constructive criticism, and I can document how and why my work has changed in response to evaluations.
Learning Area Outcome: I can apply my understanding of the properties and techniques of media to specific tasks and purposes that will benefit user groups and audiences.
Subject Focus: Using technology
1] I can film music, dance and drama works by using a camera, projections and perspective.
USE OF DIGITAL MEDIA
2] I can use new technology such as computer-aided design, digital and media arts, television and sound editing, and sampling and composition.
USE OF DIGITAL MEDIA
3] I can develop thematic ideas for the environment using elements such as line, texture, space, balance and contrast; and with the aural qualities of pitch, rhythms, dynamics and tempo expression.
USE OF DIGITAL MEDIA2] I can use new technology such as computer-aided design, digital and media arts, television and sound editing, and sampling and composition.
USE OF DIGITAL MEDIA3] I can develop thematic ideas for the environment using elements such as line, texture, space, balance and contrast; and with the aural qualities of pitch, rhythms, dynamics and tempo expression.
Learning Area Outcome: I can demonstrate an understanding of the role of the visual and performing arts in fostering lifelong learning. I am aware of professional arts companies, galleries, museums, cultural organisations and creative adults in Malta and the wider world, and demonstrate an understanding of their role in fostering lifelong learning in the arts. I know how to learn about and update my knowledge of the arts.
Subject Focus: Learning to learn.
1] I am able to research and consider various funding opportunities, in Malta and possibly abroad, and submit an application for holding an artistic/musical event where I can either perform or present my original work to the general public.
2] I manage my learning and development process by leveraging my strengths and addressing areas for improvement in the process of mastering my performance skills.
PERSONAL LEARNING
3] I am able to collaborate, with energy and excitement, with other artists in innovative artistic events held in annual festivals in Malta and abroad.
4] I am able to identify corresponding elements within representations of music, visual arts, dance and architecture, such as form, colour and texture.
5] I can develop a multi-arts project.
6] I can identify immediate and long-term artistic interests. I am able to select appropriate community resources to fulfil these interests.
7] I use research from print and non-print sources for the purposes of script writing, writing and arranging music scored for different instrumentation and songs, designing, choreographing, playing instruments, dancing and acting.
2] I manage my learning and development process by leveraging my strengths and addressing areas for improvement in the process of mastering my performance skills.
PERSONAL LEARNING3] I am able to collaborate, with energy and excitement, with other artists in innovative artistic events held in annual festivals in Malta and abroad.
4] I am able to identify corresponding elements within representations of music, visual arts, dance and architecture, such as form, colour and texture.
5] I can develop a multi-arts project.
6] I can identify immediate and long-term artistic interests. I am able to select appropriate community resources to fulfil these interests.
7] I use research from print and non-print sources for the purposes of script writing, writing and arranging music scored for different instrumentation and songs, designing, choreographing, playing instruments, dancing and acting.
Learning Area Outcome: I can apply skills and dispositions such as goal setting, working independently and collaboratively, showing initiative, experimentation and adaptability.
Subject Focus: Dance: working with others.
1] I use dance activities and performances as a platform to raise awareness, and to promote greater understanding and cohesion between different social groups e.g. challenging bullying and negative discrimination.
SELF-AWARENESS
2] I encourage inclusion and actively discourage exclusion and discrimination when engaging with others in dance-related processes and activities.
SELF-AWARENESS
3] I can demonstrate a good understanding of group dynamics and how each discipline fits together to make a production.
4] I can direct a dance piece for performance. I am effective in my communication as I instruct others, communicate my ideas and objectives, and effectively lead rehearsals.
INTERPERSONAL
SELF-AWARENESS2] I encourage inclusion and actively discourage exclusion and discrimination when engaging with others in dance-related processes and activities.
SELF-AWARENESS3] I can demonstrate a good understanding of group dynamics and how each discipline fits together to make a production.
4] I can direct a dance piece for performance. I am effective in my communication as I instruct others, communicate my ideas and objectives, and effectively lead rehearsals.
INTERPERSONALLearning Area Outcome: I can demonstrate an understanding of the capacity of the visual and performing arts to address moral and ethical issues relevant to Malta and the wider world, and appreciate that the arts can benefit social and cultural cohesion.
Subject Focus: Dance in context.
1] I can demonstrate an understanding of particular movements, contexts or individuals in relation to the development of dance e.g. I can describe and discuss the influence of Marta Graham.
WRITING
2] I can identify and demonstrate an understanding of the values systems impacting on the performance of dance in Malta as well as in the wider world.
3] I can use dance and choreography as a means of building concepts of citizenship and patriotism.
4] I can use dance to challenge others and to promote greater understanding and cohesion between different social groups e.g. challenging negative discrimination and bullying.
SOCIAL CHANGE
WRITING2] I can identify and demonstrate an understanding of the values systems impacting on the performance of dance in Malta as well as in the wider world.
3] I can use dance and choreography as a means of building concepts of citizenship and patriotism.
4] I can use dance to challenge others and to promote greater understanding and cohesion between different social groups e.g. challenging negative discrimination and bullying.
SOCIAL CHANGELearning Area Outcome: I am able to draw on my curiosity, imagination and thinking skills to pose questions and explore ideas, spaces, materials and technologies.
Subject Focus: Creating dance
1] I can use a repertoire of choreographic influences and styles as the basis for the creation and performance of original and creative ideas through dance.
2] I can develop a multi-arts project involving a dance performance with appropriate, related musical selections and the integration of other art forms.
3] I use a variety of materials as stimuli for dance and performance works e.g. I can use literature or a topic from social studies as a basis for choreography and performance.
READING AND UNDERSTANDING
4] I can work with computers, video-players/recorders, video cameras and other technology to view, choreograph and perform dance.
MANAGING LEARNING
2] I can develop a multi-arts project involving a dance performance with appropriate, related musical selections and the integration of other art forms.
3] I use a variety of materials as stimuli for dance and performance works e.g. I can use literature or a topic from social studies as a basis for choreography and performance.
READING AND UNDERSTANDING4] I can work with computers, video-players/recorders, video cameras and other technology to view, choreograph and perform dance.
MANAGING LEARNINGLearning Area Outcome: I can demonstrate an understanding of how to employ basic ethical decision-making when reflecting on my own and others' artistic works, and when creating artistic works that involve the intellectual and cultural property rights of others. I can analyse a variety of artistic forms, recognising traditional, historical and contemporary works and identifying possible meanings.
Subject Focus: Evaluating dance
1] I can critically examine my own work and the work of others using criteria I have developed, and use these as the basis for continued learning and development.
PERSONAL LEARNING
2] I read and interpret dance critiques and use these as a basis for independent thought.
READING AND UNDERSTANDING
3] I can identify and discuss the contextual influence of my own performances.
WRITING
4] I can connect dance experience with personal growth and explore connections between dance and life experiences.
PERSONAL LEARNING
PERSONAL LEARNING2] I read and interpret dance critiques and use these as a basis for independent thought.
READING AND UNDERSTANDING3] I can identify and discuss the contextual influence of my own performances.
WRITING4] I can connect dance experience with personal growth and explore connections between dance and life experiences.
PERSONAL LEARNINGLearning Area Outcome: I can interpret, communicate and present ideas, problems and arguments in a number of visual and performative modes suited to a range of audiences.
Subject Focus: Dance: performing
1] I can integrate elements and techniques from a variety of dance styles e.g. jazz, contemporary, hip-hop and ballet.
2] I can demonstrate confidence with the manipulation of time, shape, space and dynamics in choreographing dance work for an individual or group.
3] I can perform a choreographic task or work, performing dance sequences with confidence and expertise, and displaying smooth transitions between movements, varying in form, flow and speed.
4] I can dance with body awareness and control, precision, sensitivity and movement flow.
5] I can demonstrate practical experience in the production and technological aspects of a dance performance for stage.
USE OF DIGITAL MEDIA
6] I can effectively use a wide range of technical design conventions to add detail and enhance the dramatic effects of a performance.
USE OF DIGITAL MEDIA
7] I can experiment with production elements, skills processes, techniques and conventions when creating and performing original dance work.
USE OF DIGITAL MEDIA
8] I can take responsibility for organising a dance event/performance. I can coordinate all the related tasks, activities and processes, such as funding and promoting the event.
INTERPERSONAL
2] I can demonstrate confidence with the manipulation of time, shape, space and dynamics in choreographing dance work for an individual or group.
3] I can perform a choreographic task or work, performing dance sequences with confidence and expertise, and displaying smooth transitions between movements, varying in form, flow and speed.
4] I can dance with body awareness and control, precision, sensitivity and movement flow.
5] I can demonstrate practical experience in the production and technological aspects of a dance performance for stage.
USE OF DIGITAL MEDIA6] I can effectively use a wide range of technical design conventions to add detail and enhance the dramatic effects of a performance.
USE OF DIGITAL MEDIA7] I can experiment with production elements, skills processes, techniques and conventions when creating and performing original dance work.
USE OF DIGITAL MEDIA8] I can take responsibility for organising a dance event/performance. I can coordinate all the related tasks, activities and processes, such as funding and promoting the event.
INTERPERSONALSubject Focus:
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